Mon, 21 Jan 2019 16:17:40 -0600WeeblySat, 15 Dec 2018 16:13:58 GMThttp://www.therapycenterofbuda.com/family-corner-blog/thank-youTherapy Center of Buda started out as just a shared dream between a mother and daughter to help others; with compassion and respect. We supplied the shell of TCOB, but you all filled it with us. Together we filled it with love, understanding, compassion, support, acceptance, hard work, knowledge, tears, hugs, and empowering each other. Today we are honored and humble to celebrate 9 years of TCOB. Thank you for being a part of our journey and allowing us to be a part of yours. We are so excited to see what the future holds as we are always evolving and becoming a better version of TCOB with the support of our community. Stay tuned...we have so many more years ahead of us!

This Sensory Halloween Scavenger Hunt is the perfect way to keep kids calm if they’re nervous or overwhelmed by Trick or Treating.

For some kids, Halloween is the best holiday of the year — candy, anyone? For others, it’s a night of complete sensory overload. From itchy costumes to strange new sounds, this spooky October evening can be a nightmare for kids with sensory processing concerns or even for kids who just get overwhelmed easily.

Whether your kiddo just needs a little distraction from the scary chainsaw house in the cul-de-sac or she needs a way to take it all in from a distance, we think this Halloween scavenger hunt will fit the bill.

Original source: https://theinspiredtreehouse.com/sensory-halloween-scavenger-hunt/

I played the video game Fortnite the other day with my teen grandson. As an educator, I’ve worked with thousands of kids with ADHD, social skills issues and similar challenges. And I wanted to know more about how Fortnite might affect them.

Fortnite is an online, multiplayer shooter video game. It’s free and can be played on a computer, on a gaming system like the Xbox, or on a mobile device. The most popular game mode is Battle Royale, where 100 players drop onto an island, try to find construction materials and weapons, and fight each other to be the last person (or team of people) standing. Players can talk to one another, and each game lasts 20 minutes. To get a sense of what it’s like, imagine an arcade version of the film The Hunger Games.

Fortnite has taken the world by storm. An estimated 50 million people play. There are news reports of kids playing at all hours of the day, late at night, and even under their desks at school. And many experts have weighed in on whether the game is good for kids.

What hasn’t been addressed is the impact on kids with learning and attention issues. After playing Fortnite, I have some specific things for parents of kids with ADHD and social skills issues to keep in mind.

1. The age recommendation for Fortnite is 13 and up, but each child is different.The Entertainment Software Ratings Board rates Fortnite “T” for teen, which means ages 13 and up. Common Sense Media, an Understood founding partner, also recommends the game for kids 13 and up, because of its action violence and open chat. This is a good starting point.However, you know your child best. Some “tweens” can handle the action. But other kids with ADHD or who struggle with social interaction may not be mature enough. Or they may need more supervision. You’ll need to make a personal decision regarding your child.2. Kids with ADHD can get absorbed by Fortnite and need limits.Kids with ADHD can get hyperfocused on things that interest them. That can happen with any video game, and Fortnite is no exception.If you allow video game screen time (with Fortnite or any other game), it’s important to have clear rules and set limits about when and where. How much time each day? How will your child transition to other activities when needed? Fortnite, like many other video games, also allows players to spend real money on in-app purchases. If your child is impulsive, you’ll need to address this too.3. Your child needs explicit guidance on Fortnite (and screen time).Kids with ADHD or social skills issues need rules spelled out clearly. After you decide on screen time rules, I encourage you to talk to your child as directly as possible about them.At the same time, be willing to listen. A lot of kids want to play Fortnite because it’s a hot topic among their peers in middle and high school. That’s not a reason to let your child play if you feel it’s not appropriate. But it’s important to be open to your child’s feelings.4. If you don’t allow Fortnite, your child may find a way to play anyway.If you don’t allow Fortnite at home or elsewhere, your child may be tempted to play behind your back. The game is present at school, summer camp and friends’ houses, where you can’t monitor your child’s use.Again, that’s not a reason to allow Fortnite, but it is something to consider when you set rules. If you don’t allow it, there are videos of people playing the game on YouTube, and you may want to watch one of those videos with your child. That will at least give your child enough background to talk about the game with friends.5. Fortnite may encourage kids to practice planning, collaboration and teamwork.After I played Fortnite with my grandson, I realized that the game requires a lot of skill. Players need to gather equipment, build forts and fight battles. These tasks require executive functioning skills like flexible thinking and planning. Team play is also a big part of Fortnite. Playing in a duo team or four-person squad requires teamwork and collaboration.All players must learn to escape potential danger, think on their feet, and be alert to external threats and changes. These are the same skills that can trip up many kids with ADHD in their daily lives. Some practice developing these skills in a game format could actually help kids when they’re not playing.6. Player communication in Fortnite can be good for social skills development.In Fortnite, players chat with their partners or squads as they try to win. This can have positives for kids who struggle to connect with other kids. It gives a reason to talk about strategy and find common ground with peers.At the same time, players can also communicate with strangers in Fortnite. This can be risky, especially for younger players. It’s important to be aware of this and take precautions. On some devices—the Xbox, for instance—you can turn off voice chat in the parental control settings.7. The violence in Fortnite is less than other games, but keep a close eye on your child.While playing Fortnite, I noticed very little blood and gore. There’s less graphic violence compared with other shooting games, like Call of Duty or Grand Theft Auto. Still, violence is part of the game. In Battle Royale, for example, players try to eliminate enemies in combat using weapons.Research hasn’t established a clear link between playing violent video games and engaging in physical or criminal violence. However, there is evidence that video games can lead to aggressive thoughts and behavior, as well as leading to less empathy in kids. This is a hotly debated area in which experts don’t always agree.

My advice is to keep a close eye on your child’s video game play. If your child has ADHD or social skills issues and is playing excessively, it’s time to reinforce screen time limits in clear terms.

The IEP Team is suppose to help support your child, but sometimes their approach can be misleading. Knowing the law is key when advocating for your child. In my book, Special Ed Mom Survival Guide, I spend considerable time helping you learn about the law and how to apply it. In attending many IEP meetings as a special education advocate, I realized that the schools don’t quote the law when the deny services. Their information is hidden in messages that sound legitimate.Here are 12 phrases I often hear that are really the IEP Team’s way of skirting around their obligation to provide services.

“Your child is not eligible for special education because she is doing fine academically.” IDEA specially states that grades and performance are irrelevant to determining if a student needs special education services.

“The IEP goals are all written, all you need to do is sign that you approve.” Instead of involving you in the process of developing goals, the IEP Team is all prepared when you arrive. IDEA explicitly states that parents should be involved in the development process.

“You should take your child to the doctor and request medication.” It is illegal for the school to suggest your child should be on medication. They are not doctors and are not qualified to determine that child should be medicated.

“We decided your child no longer needs xyz services, so we are stopping them.” IDEA states that removal of services requires a formal evaluation, data and an IEP meeting. They cannot remove services just because they think they should.

“We don’t have that service at our school.” The I in IEP stands for individualized, so if your child needs a service they do not have, they need to arrange another way for your child to get it.

“We believe your child should be in a self-contained classroom because she is difficult to handle.” A self-contained placement may not be the least restrictive environment (LRE). A general ed class with aide support may be better. IDEA requires them to evaluate and use data to determine which placement is optimum for the child.

“I need to take this to my supervisor to get permission to increase services.” IDEA procedural safeguards require that a school district administrator be present at the IEP meeting so these kinds of decisions can be made.

“We are keeping the same goal because he has not made progress and we have to keep working on it.” Lack of progress in a year is a sign that the goal or remediation method is not appropriate. The IEP team should discuss alternative options so the child makes meaningful progress.

“This is a charter school, so we don’t have the resources to serve a student with special education needs.” Any school that receives government funding must provide support for special education services. They cannot refuse a child just because their support services are not already in place.

“We are not allowed to assess your child for an IEP unless we first try RTI (response to intervention).” Unfortunately this statement has been so overused the Department of Education actually put out a memo clarifying that RTI cannot be used to delay or deny evaluation for special education services. Click here to read the memo. Assessment for an IEP and RTI can be done simultaneously. This way if the RTI is not successful, the child will get support as soon as possible.

“We will not accept your parent concerns for the IEP because we disagree with what you have written.” The procedural safeguards for IEPs say that a parent can give their input to the IEP. The IEP Team may not censure what the parents write.

“Our cafeteria is not able to provide a sensory diet.” Okay, so I threw this one in for humor. But it does often happen at meetings that the school team doesn’t know what they are talking about. Educate yourself so you can provide information and evidence to show why a service or accommodation would benefit your child.

]]>Sun, 24 Jun 2018 15:40:04 GMThttp://www.therapycenterofbuda.com/family-corner-blog/solutions-for-the-financial-strain-of-medical-costsHaving a child with special needs can be an emotionally, physically, mentally, and financially draining on a family. When diagnosed with a significant impairment like a genetic syndrome (e.g., Down Syndrome, Trisomy 13, XXX Syndrome, Marfan Syndrome), a congenital anomaly (e.g., Autism Spectrum Disorder, Cleft Lip/Palate, Encephalopathy, Spina Bifida, Encephalopathy), or an acquired syndrome (e.g., Traumatic Brain Injury, Cerebral Palsy, Aphasia) parents are inundated with doctor appointments and recommendations for therapies, medications, follow-ups, etc. In a perfect world, insurance would pay for everything recommended by a medical professional and we wouldn’t worry about the rising costs of said care. But, unfortunately that isn’t our reality.

When you are able to acquire Medicaid as a primary, secondary, or tertiary insurance for your child with special needs, Texas Medicaid covers the “patient responsibility” amount that your primary insurance approves. So, if your child has a $10,000 deductible Medicaid will pick up that charge. These programs are life savers, ways to keep your head above water financially and ensure that your kiddo still is able to get all of the therapy sessions they need.

It seems every year I see benefits cut/reduced, increasing co-pays/deductibles, and flat out denials. I have compiled a list of resources for my families with special needs to apply for in order to provide additional assistance for their families and hopefully reduce the financial strain felt. This list is current as of the date of the post and is exclusive to Texas.

Supplemental Security Income (SSI): Social Security has a strict definition of disability for children. (1) The child must have a physical or mental condition(s) that very seriously limits his or her activities; and (2) The condition(s) must have lasted, or be expected to last, at least 1 year or result in death. If approved for SSI you will receive a subsidy check and Medicaid insurance for your child. If your child is already insured with a private policy Medicaid will pay all co-pays, deductibles, and co-insurance required by the primary insurance carrier.

Medicaid Buy-in:Most Medicaid programs require that families have a very low income to be approved. However, Medicaid Buy-In programs use higher income requirements to help children and adults with disabilities or special health-care needs get Medicaid health-care coverage and benefits. This program is for families who have a child with a disability, but earn too much money to get regular Medicaid. Families can “buy-in” to Medicaid coverage by making monthly payments.

Intellectual Developmental Disability (IDD) waiver program: Planning for the future is important. While we hope all kiddos are able to live fully independent lives, we can’t predict the future which is why preparing for the worst case scenario while striving for the best case scenario is important. This program will determine level of functioning, review all medical documentation, and provide IQ testing. Results will allow the child to be placed on different waiver lists, offering state funded programs to the child, if they qualify. Some of these waiver programs have waitlists of 10-15 years and therefore it is vital to be placed on these lists when the child is young in order to have the availability of these waiver programs later, even if not needed when she is older. Waiver programs that might be beneficial to have available to patient in the future include: Medically Dependent Children Program (MDCP), Community Living Assistance and Support Services (CLASS), Home and Community Based Services (HCS), and Long Term Service and Supports (LTSS).

]]>Sat, 26 May 2018 14:28:47 GMThttp://www.therapycenterofbuda.com/family-corner-blog/mechanics-of-the-mouth-speaking-and-swallowingDo you ever wonder what happens inside your mouth when you speak or swallow? While we all take for granted that we have the ability to speak (and swallow) A LOT of work happens behind the curtain. Our mouth (aka oral cavity) is where the sounds we hear are fine tuned using numerous muscles and other anatomy of the oral and nasal cavities. For kiddos sometimes these muscles and articulators simply do not want to cooperate which is usually why adults are unable to understand them or why they have difficulty efficiently chewing and swallowing their food. Speech-language pathologists evaluate the functioning of the mechanisms needed to produce intelligible (clear) speech sounds and ensure safe chewing/swallowing. They also are highly trained to provide treatment when these mechanisms are not efficient. Check out this video to see what our mouth looks like while we speak, sing, playing instruments, and swallow!

Childhood Apraxia of Speech (CAS) is a motor speech disorder. CAS is a relatively uncommon disorder (1-2 children per 1,000= 0.1-0.2%) and one of the lesser known disorders treated by Speech-Language Pathologists. There are some identified causes of CAS (e.g., stroke, trauma, chromosomal abnormalities) but we are not truly sure of all of the causes.

In a nutshell: The child knows what he/she wants to say and the brain sends the message to the mouth (lips, jaw, and tongue) for appropriate placement to produce sounds, but the mouth doesn't cooperate.

Oral “groping” behaviors- moving their mouth but nothing is coming out (Not all children exhibit this at all times or situations. If your child does not demonstrate groping of their speech musculature, that alone is not enough to rule out CAS.)

Testing and Diagnosis:Identification and treatment are vital to each child's future communicative success. Testing and diagnosis of Childhood Apraxia of Speech (CAS) is provided by a Speech-Language Pathologist (SLP). SLPs rely on parental input, observations of the child’s verbal productions and behaviors, informal testing (speech sample analysis), and formal tests like the Kaufman Speech Praxis Test in order to identify CAS. Testing and identification may be done as easy at 2 years of age; however, firm diagnosis may be difficult to establish until the child is able to fully participate in the tasks required by the SLP who is evaluating them. Equally important is that the SLP understands appropriate diagnosis techniques and the core characteristics that differentiate CAS from other types of speech problems. Regardless, the disorder can be “suspected” and early help can and should begin. Often, a few months of “diagnostic therapy” can help to determine if CAS is the main issue that is causing a child to have difficulty speaking.

Treatment:Treatment for CAS differs from traditional articulation and phonological treatments. ABA treatment strategies are counterproductive, as well, and can often times magnify symptoms. When non-CAS treatments are implemented with a child with CAS the results commonly are increased frustration, refusal to talk/engage, and lack of progress in therapy. At times, an Augmentative Communication Device (AAC) is utilized in order to assist in communication tasks and to provide stress-free modeling for the child. CAS should ONLY be treated by (or under the close advisement of) a licensed Speech-Language Pathologist.

Important things to remember:People with CAS oftentimes do NOT have cognitive impairments (they understand fully).People with CAS do NOT need you to speak loudly or slowly.People with CAS know what they want to say.People with CAS don’t need you to “pretend” you understand them.People with CAS do NOT need you to try to complete their sentences.When frustrated (or to avoid frustration), people with CAS respond well to Yes/No questions.

If you have concerns that your child may have Childhood Apraxia of Speech (CAS) talk to your pediatrician, speech-language pathologist, or give us a call!

​Teaching our kiddos to use a zipper can be a difficult task. The truth is, it’s a very complex skill that encompasses many developmental areas! To zip a zipper up/down you must be able to motor plan, have bilateral coordination, display finger isolation, separate the two sides of the hand, have eye-hand coordination, have a strong pinch, and master the pincer and tripod grasps.

]]>Mon, 16 Apr 2018 18:43:27 GMThttp://www.therapycenterofbuda.com/family-corner-blog/have-you-heard-our-amazing-newsHave you heard that we are EXEMPT from the mandated Superior/COFK program?!

]]>Tue, 10 Apr 2018 17:54:52 GMThttp://www.therapycenterofbuda.com/family-corner-blog/siblings-of-children-with-special-needsSiblings of children with special needs have their own challenges. People who grow up with a sibling with special needs are often equipped with amazing qualities like patience, kindness, empathy for others, and loyalty, all amazing traits for anyone to have. Here are some terrific books to check out if you love a sibling of a child with special needs. *Click on the desired book cover for more information*

]]>Mon, 02 Apr 2018 13:00:00 GMThttp://www.therapycenterofbuda.com/family-corner-blog/what-is-occupational-therapy-for-kids​April is Occupational Therapy month! We want to take this opportunity to express our gratitude for our amazing occupational therapists and commend them for all they do! We also think this is a wonderful time to explain… What is Occupational Therapy?

An occupational therapist is a medical professional who evaluates and treats children and adults who have difficulty participating in “occupations” or meaningful activities relevant to their daily lives. A common misconception is that occupational therapy is specifically for adults as children do not have “occupations,” but a child’s main job is playing and learning. An occupational therapist evaluates a child’s skills for playing, school performance, and daily activities and compares them with what is developmentally appropriate for that age group.

Occupational therapy focuses on helping people with their day-to-day tasks that “occupy” their time, enabling them to contribute to the wider community. It equips children and adolescents with the necessary tools to improve their fine and gross motor skills, resulting in the ability to participate as fully as possible in school and extracurricular activities. Occupational therapy promotes independent living and a fulfilling life to follow.

People with ASD may have difficulty in the areas of social skills, communication, self-care, sensory integration, fine/gross motor skills, and behavior. These difficulties can range from mild to severe A person on the spectrum might be non-verbal and unresponsive to their name or speak eloquently and possess an extensive vocabulary and early literacy. Knowing the signs of Autism Spectrum Disorder (ASD) is the first step to early identification.

​Some of the most noticeable symptoms of ASD, according to the CDC are:

​not pointing at objects to show interest

not looking at objects when another person points at them

appearing to be unaware when other people talk to them

not liking to be held or cuddled

repeating or echo words/ phrases said to them in place of normal language

being very interested in people, but not know how to talk or play with them

losing skills they once had (e.g., stop saying words they were using)

not playing “pretend” games

having trouble relating to others

avoiding eye contact and wanting to be alone

having trouble understanding other people’s feelings

having trouble expressing their needs using typical words

repeating actions over and over again

having trouble adapting when a routine changes

having unusual reactions to the way things smell, taste, look, feel, or sound

Getting tested:The first step is always to write down a list of your concerns to discuss them with your pediatrician. When you visit with your pediatrician about your concerns they most likely will have you complete the M-CHAT, a screening tool designed to identify children who may benefit from a more thorough Autism evaluation. If your pediatrician deems it necessary they may refer you to a specialist that is trained to administer the Autism Diagnostic Observation Schedule (ADOS-2). Usually these specialists are a child neurologist, developmental pediatrician, an educational psychologist, an Autism Specialist, or a speech-language pathologist. The ADOS-2 is a testing instrument utilized for diagnosing Autism Spectrum Disorder.

After identification of symptoms or a diagnosis, intervention is KEY.

Treatment:There are many falsely advertised “cures” to Autism and it is vital to discuss any and all treatment options with your family doctor. Currently, there is NO cure for Autism. Typically, people diagnosed with ASD enroll in speech-language therapy and occupational therapy. ABA therapy may also be recommended for children with extreme behavioral issues. Speech-language and occupational therapies address issues from social skills (interacting with others), receptive language skills (understanding others), expressive language skills ( communicating wants and needs, verbally or non-verbally using a communication device), narrative language, self-care needs (grooming, brushing teeth, feeding skills), sensory processing skills (responding to sensory experiences such as through touch, taste, sound, and movement),executive functioning skills, and behavior. If you have concerns about Autism it is important to share those concerns with your family doctor, speech-language pathologist, occupational therapist, or neurologist.

]]>Sun, 25 Mar 2018 15:54:06 GMThttp://www.therapycenterofbuda.com/family-corner-blog/2018-inclusive-summer-camp-programsWell, friends...it's about that time of year...to start planning for the summer months! We all know what that means...SUMMER CAMPS! It's often a challenge to find reliable and vetted summer programs for our special little ones...fortunately for us, our friends at AISD did the leg work for us! Click the photo below to download your copy. As always, if you have ANY questions feel free to email, call, or visit with me.

All of us at TCOB are heartbroken to hear of the ongoing events in Austin (and Schertz) with the explosive devices. We have a safety protocol that was established prior to these events and we will continue to honor those safeguards. There is no direct threat to our facility; however, we ask our families and our community to remain vigilant and aware of your surroundings. Please report any suspicious activity or packages/items to authorities immediately by calling 911. As these events continue to occur it is important that we educate our children and also find ways to talk to them about what is happening while not traumatizing them and making them fearful to step outside of their home. Our friends at The National Child Traumatic Stress Network published the following (unedited) document on how to talk to children about bombings. We though it was a good time to share with our families and those beyond our walls. Sending love to all those victimized.

The recent bombings evoke many emotions — shock, fear, anger, helplessness, anxiety, grief, and sadness. Children struggling with their thoughts and feelings about the stories and images of the bombings will turn to adults for comfort and answers. Children need to hear that their parents/caregivers will keep them safe.• Start the conversation. Talk about the bombings with your child. Silence suggests that the event is too horrible even to speak about. With social media (e.g., Facebook, Twitter, text messages, newsbreaks on favorite radio and TV stations, and others), most likely your children and teenagers have heard about this.

• What does your child already know? Ask what your child/teen has heard from the media and from friends. Listen carefully; try to figure out what he or she knows or believes. As your child explains, listen for misinformation, misconceptions, and underlying fears or concerns. Understand that this information will change as more facts about the bombing are known.• Gently correct inaccurate information. If your child/teen has inaccurate information ormisconceptions, take time to give the correct information in simple, clear, age-appropriate language. • Encourage your child to ask questions, and answer those questions directly. Your child/teen may have difficult questions about the incident. She may ask if there will be more bombings; she is probably asking whether more bombings are “likely.” Parents and caregivers too will be concerned about a recurrence. If you can't answer all your child's questions, that's okay. Do reassure them they are safe and give any information you have on the help and support the victims are receiving. Like adults, children/teens are better able to cope with a difficult situation when they have the facts about it. Having question-and-answer talks gives your child ongoing support as he or she begins to cope with the range of emotions stirred up by this tragedy.• Limit media exposure. Limit your child’s exposure to media images and sounds of the bombings, and do not allow your very young children to see or hear any TV/radio bombing-related messages. Even if they appear to be engrossed in play, children often hear what you are watching on TV or listening to on the radio. What may not be upsetting to an adult may be very upsetting and confusing for a child. Limit your own exposure as well. Adults may become more distressed with nonstop exposure to media coverage of the bombings. If your children have been watching tv, take a minute to turn it off and ask about what they have seen. This gives you an opportunity to discuss the event and gently correct misperceptions.

• Common reactions. Children/Teens may react to this tragedy. In the immediate aftermath of the bombings, they may have more problems paying attention and concentrating. They may become more irritable or defiant. They may have trouble separating from caregivers, wanting to stay at home or close by them. It’s common for young people to feel anxious about what has happened, what may happen in the future, and how it will impact their lives. They may have trouble sleeping and lose or increase their appetites. In general, you should see these reactions decrease within a few weeks.• Be a positive role model. Share your feelings about the bombings with your children, but at a level they can grasp. You may express sadness and empathy for the victims. You may share some worry; more importantly share ideas for coping with tragic events. This is a good time to review your family safety plan. Speak of the quick response by law enforcement and medical personnel to help the victims, so your child can see that the adults in the community are working hard to keep them safe.• Be patient. In times of stress, children/teens may have changes in their behavior, concentration, and attention. While they may not openly ask for your guidance or support, they will want it. Both children and teens will need a little extra patience, care, and love. (Be patient with yourself, too!).• Extra help. Should your children's reactions continue or at any point interfere with their ability to function, contact local mental health professionals who have expertise in trauma. Contact your family physician, pediatrician, or state mental health associations for referrals to such experts.NOTE: Children/teens who were present or nearby the bombings, know anyone directly affected, or have experienced similar incidents will need more support in the days and weeks ahead.National Child Traumatic Stress Networkwww.NCTSN.org​Original Post: ​http://www.nctsn.org/sites/default/files/talking_to_children_about_the_bombing.pdf

​​Guess how many jelly beans are in the jar and WIN this awesome Easter basket! The person that gets closest to the actual number will WIN!

We will announce the winner on our Facebook page 03/27/2018.

This basket is packed full of classic books, sidewalk chalk, bunny popper ball, Easter straw, bubbles, egg dye kit, and much more (NO CANDY)! To enter: Like us on FB, Share the post, and post your guess on the original post!

March is Trisomy awareness month, so it’s a perfect time to explain “what is trisomy?” Most people have 23 pairs of chromosomes, for a total of 46 chromosomes total. Trisomy is a genetic disorder in which an individual has an extra chromosome (partial or whole). Early identification is important in order to best evaluate, treat, and monitor for any possible developmental deficits or possible medical complications. Educating others of trisomy is important to not only provide a better understanding of the syndromes but to reinforce the notion that early intervention is vital for academic and social success.

Most common Trisomy disorders:

Trisomy 21, more commonly known as Down syndrome, occurs in 1 in 691 live births in the United States each year, according to the Centers for Disease Control and Prevention. People with Down syndrome usually have mild-to-moderate intellectual and developmental disability (IDD), heart abnormalities, and are at risk for hearing and vision loss and a number of other health conditions. Learn more about Down syndrome on the NICHD Down Syndrome: Condition Information webpage.

Klinefelter Syndrome, also called XXY Trisomy, occurs in about 1 in 500-1,000 newborn males. Most variants of Klinefelter Syndrome are much more rare, occurring in 1 in 50,000 or fewer. Affected individuals typically have small testes that do not produce as much testosterone as usual. Testosterone is the hormone that directs male sexual development before birth and during puberty. A shortage of testosterone can lead to delayed or incomplete puberty, breast enlargement (gynecomastia), reduced facial and body hair, and an inability to have biological children (infertility). Some affected individuals also have genital differences including undescended testes (cryptorchidism), the opening of the urethra on the underside of the penis (hypospadias), or an unusually small penis (micropenis). Children with Klinefelter syndrome may have learning disabilities and delayed speech and language development. They tend to be quiet, sensitive, and unassertive, but personality characteristics vary among affected individuals. Learn more about Klinefelter Syndrom at https://rarediseases.info.nih.gov/diseases/8705/klinefelter-syndrome .

Triple X Syndrome occurs in about 1 in 1,000 newborn females. Five to ten girls with Triple X are born in the United States each day. Triple X syndrome is associated with an increased risk of learning disabilities and delayed development of speech and language skills. Delayed development of motor skills (such as sitting and walking), weak muscle tone (hypotonia), and behavioral and emotional difficulties are also possible, but these characteristics vary widely among affected girls and women. Seizures or kidney abnormalities occur in about 10 percent of affected females. Learn more about Triple X Syndrome at https://rarediseases.org/rare-diseases/trisomy-x/.

Trisomy 18, also called Edwards syndrome, occurs in about 1 in 5,000 live births each year in the United States. Individuals with trisomy 18 often have slow growth before birth (intrauterine growth retardation) and a low birth weight. Affected individuals may have heart defects and abnormalities of other organs that develop before birth. Other features of trisomy 18 include a small, abnormally shaped head; a small jaw and mouth; and clenched fists with overlapping fingers. Due to the presence of several life-threatening medical problems, many individuals with trisomy 18 die before birth or within their first month. Five to 10 percent of children with this condition live past their first year, and these children often have severe intellectual disability. Learn more about Trisomy 18 at Genetics Home Reference Trisomy 18 webpage.

Trisomy 13, also called Patau syndrome, occurs in about 1 in 10,000 to 16,000 live births each year worldwide. Trisomy 13 is associated with severe intellectual disability and physical abnormalities in many parts of the body. Individuals with trisomy 13 often have heart defects, brain or spinal cord abnormalities, very small or poorly developed eyes (microphthalmia), extra fingers or toes, an opening in the lip (a cleft lip) with or without an opening in the roof of the mouth (a cleft palate), and weak muscle tone (hypotonia). Due to the presence of several life-threatening medical problems, many infants with trisomy 13 die within their first days or weeks of life. Only five percent to 10 percent of children with this condition live past their first year.. Learn more about Trisomy 13 on the Genetic Home Reference Trisomy 13 webpage.

]]>Mon, 26 Feb 2018 14:00:00 GMThttp://www.therapycenterofbuda.com/family-corner-blog/whats-narrative-language-and-why-is-it-importantNarrative language skills are vital to a person’s ability to not only have successful social relationships but also impact academic work (e.g., written language). Narrative skills are the ability to use language to tell a story. These skills begin to develop at the young age of 2 years! As a child’s narrative language skills develop they will begin to follow rules of storytelling (e.g., sequencing events, including characters, having an event/dialogue/solution, and an ending). Narratives may be fiction or non-fiction.

What should your child be doing? Check out this chart of narrative development.

Chart adapted from Hutson-Nechkash, Peg. (2001), Ripley, K., 2012

If you are concerned about your child’s narrative language, discuss it with your pediatrician or give us a call to see if we can help.